Overall Rating Silver
Overall Score 45.45
Liaison Monika Kamboures
Submission Date May 30, 2017
Executive Letter Download

STARS v2.1

California State Polytechnic University, Pomona
PA-6: Support for Underrepresented Groups

Status Score Responsible Party
Complete 1.58 / 3.00 Monika Kamboures
Sustainability Coordinator
Facilities Planning & Management
"---" indicates that no data was submitted for this field

Does the institution have a publicly posted non-discrimination statement? :
Yes

The non-discrimination statement, including the website URL where the policy is publicly accessible:

In accordance with its commitment to equal opportunity and affirmative action, Cal Poly Pomona has developed a written affirmative action plan, which the University applies to ensure the CSU systemwide policy and guidelines on nondiscrimination and affirmative action are accomplished (see Executive Order 1088).

https://www.cpp.edu/~officeofequity/

https://www.cpp.edu/~officeofequity/compliance/policies.shtml


Does the institution have a discrimination response protocol or committee (sometimes called a bias response team) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:
No

A brief description of the institution’s discrimination response protocol or team (including examples of actions taken during the previous three years):
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Does the institution have programs specifically designed to recruit students from underrepresented groups?:
Yes

Does the institution have programs specifically designed to recruit staff from underrepresented groups?:
No

Does the institution have programs specifically designed to recruit faculty from underrepresented groups?:
No

A brief description of the institution’s programs to recruit students, staff and/or faculty from underrepresented groups:

The RISE program strives to increase access for underrepresented students. The program's main goals are to build a sense of community within the campus to increase enrollment and graduation rates.


Does the institution have mentoring, counseling, peer support, academic support, or other programs to support students from underrepresented groups on campus?:
Yes

Does the institution have mentoring, counseling, peer support or other programs to support staff from underrepresented groups on campus?:
No

Does the institution have mentoring, counseling, peer support or other programs to support faculty from underrepresented groups on campus?:
No

A brief description of the institution’s programs to support students, staff and/or faculty from underrepresented groups:

African American Student Center
The AASC is committed to assisting African/African American/Black college students in successfully completing their degree programs. It provides retention and outreach programs and services that stimulate growth and development. The AASC is dedicated to preparing students for leadership and promotes academic excellence. The AASC is characterized by the African proverb, “It takes an entire village to raise one child” this is evident by the AASC's interconnectedness with the campus and surrounding community. These components enhance the educational experience of African/African American/Black students at Cal Poly Pomona, resulting in the enrichment of the entire community.

Asian/Pacific Islander Student Center
The APISC strives to assist the university’s dedication to advancing knowledge and learning while preparing students for life, leadership and careers in a changing, multicultural world. It coordinates projects, resources and services designed to meet the needs of Cal Poly Pomona’s Asian and Pacific Islander students, while providing an open environment to engage and learn about important issues regarding the community. The Asian & Pacific Islander Student Center exists to support all students at Cal Poly Pomona in their efforts to become multiculturally competent.

Cesar E. Chavez Center for Higher Education
The mission of the Center is to increase the outreach, recruitment, graduation, and cultural pride of Chicanos/Latinos at California State Polytechnic University, Pomona. In addition, the Center exists to support all students at Cal Poly Pomona in their efforts to become multiculturaly competent.

Native American
The NASC was established to provide support to Native American students at Cal Poly Pomona and to serve as a resource to the campus community on Native American culture and issues. In collaboration with students, staff faculty and other departments, the NASC works to support Native American students in their educational growth and personal development at Cal Poly Pomona. The NASC serves as a resource to members of Cal Poly Pomona community offering educational programs that also validate the cultural experiences of students that identify as Native Americans. The NASC is committed to the outreach, recruitment, retention and graduation of Native American students at Cal Poly Pomona. The NASC makes a further commitment to developing and maintaining relationships with Native American communities, tribal entities, organizations and agencies.

LGBT
The Pride Center provides education, advocacy, support and a safe space for the lesbian, gay, bisexual, transgender, intersex, queer, questioning (LGBTIQQ) and ally community at Cal Poly Pomona. The Pride Center serves the campus community through promoting empowerment and social justice on topics of sexual orientation and gender identity.

Disability Resource Center
The DRC, in collaboration with the campus community, promotes equal access and opportunity for individuals with disabilities in all aspects of university life by enhancing personal, academic, and career development. The DRC further seeks to empower students to fulfill their potential through self-knowledge, life-long learning, and growth.


Does the institution have training and development programs, teaching fellowships and/or other programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members?:
Yes

A brief description of the institution’s programs to support and prepare students from underrepresented groups for careers as faculty members:

1. The CSU Chancellor’s Doctoral Incentive Program is the largest program of its kind in the nation. The purpose of the program is to increase the number of individuals who complete the doctorate and who may be interested in potentially applying and competing for future CSU instructional faculty positions. The program seeks to accomplish this goal by providing financial aid in the form of loans to doctoral students with the motivation, skills, and experience needed to teach the diverse student population of the CSU. They are also trying to meet the needs of advanced undergraduates and master's candidates who belong to groups that are currently underrepresented in doctoral-level programs.

2. The ADVANCE Transformation Award is a 5-year National Science Foundation (NSF) grant that has been awarded to California State Polytechnic University, Pomona, with the intent of creating recruitment, retention and development systems to enable women in science, technology, engineering and mathematics (STEM) fields to advance to leadership.

ADVANCE is working to increase the number of female science, technology, engineering and mathematics (STEM) faculty at junior and senior levels, as well as improve search committee and recruiting practices, create a new Handbook for Search Committees, increase the number of partner agreements to build pipeline of underrepresented STEM women, and pilot a Partner Placement Program.


Does the institution produce a publicly accessible inventory of gender-neutral bathrooms on campus?:
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Does the institution offer housing options to accommodate the special needs of transgender and transitioning students?:
Yes

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.